Explore the content-specific examples of how a backchannel could be used in the classroom to support Common Core / Essential Standards learning goals.
On our TodaysMeet: While exploring, share a-ha! moments, interesting ideas, & questions for your peers!
Science
NC Standards
4C.Integrated
Activity
Backchannel
PSc.2.1.
Understand types, properties, and structure of matter.
PSc.2.1.1.
Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension.
Students engage in multiple experiments involving different elements & compounds. As they move through the different samples, they must classify the samples on a chart.
As an additional aid, students are able to ask questions to the teacher or peer through a backchannel, including asking peers for help when they are stumped by a particular sample.
Bio.2.2.
Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.2.
Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
Critical Thinking
Communication
Students watch BioBlitz Reef Trip video to reflect and observe how global warming and other environmental variables are effecting the coral reefs as part of a larger unit.
Students respond to the video as they are watching it with their questions, concerns, and thoughts as they are viewing. At pivotal moments, the teacher can pause the video to pose a question for student's response on the Backchannel before continuing.
World Languages
NCStandards
4C.Integrated
Activity
Backchannel
IM.CMT.1.1.
Carry out spontaneous interactions on familiar topics with people from the target culture or communities of learners of the same target language.
Communication
Students Skype & chat on TodaysMeet with English Language Learners from the target culture in their native language. The ESL students are asked questions by World Language students about their culture and experiences.
While the focused conversation can be held either physically in the classroom or on Skype, students can also chat with each other in TodaysMeet, asking questions for clarification or pointing out statements that interested them, practicing the written form of the language.
IH.CLL.1.3.
Understand how to ask and answer questions related to areas of personal interest.
Communication ..........................................
The teacher puts the TodaysMeet on display at the front of the room. Students post questions and answers around their interests practicing the language that they have been learning.
Questions and Answers are hosted within TodaysMeet while the class has a whole group discussion of the postings for misconceptions, language mistakes, mispellings, as well as successes.
English
NCStandards - Common Core
4C.Integrated
Activity
Backchannel
9-10.RL.2.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9-10.RL.3.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Creativity
Communication
Collaboration
..........................................
After reading the novel "The Great Gatsy", students write a 6-word memoir for one of the main characters capturing the main struggles of the character throughout the novel.
Once they have completed writing their 6-word memoir, students can submit the draft in the backchannel for peer review or ask each other for word choice and organization ideas.
9-10.RL.4.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Creativity
Communication
Collaboration
Teams of students compose epitaphs for deceased characters in the play Hamlet, paying particular attention to how their words appeal to the senses, create imagery, suggest mood, and set tone.
In preparation of their epitaphs, student can practice with word choice by responding in the TodaysMeet to a mood word stated by the teacher. When the teacher sets the mood, students respond with one word suggestions that would help accomplish that mood in writing.
Arts
NC Standards
4C.Integrated
Activity
Backchannel
B.R.1.2.
Recognize the use of dance elements and choreographic forms and structures in a variety of significant, modern dance works from the 20th century to the present.
Communication
..........................................
Students will learning about Martha Graham, "The Mother of Modern Dance" through an interactive web-based activity on ArtsEdge that will walk them through the daily life of a dancer from the perspective of a well-known star.
As they are playing through the activity online, students can ask each other questions and react to the activity and modern dance videos.
B.MR.1.1.
Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures.
Critical Thinking
Communication
Students listen to Beethoven's 5th exploring his use of beat, rhythm, and pitch.
While listening, students can respond their thoughts and reactions in-time to build a list for discussion after the music concludes.
Math
NC Standards - Common Core
4C.Integrated
Activity
Backchannel
N-VM.1.
(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|)
Critical Thinking
Communication
Collaboration
..........................................
Students explore the characteristics of a vector with the Single-Vector Investigation Tool. Students are tasked to explore and record how the characteristics of a vector affect the movement of a car as they use the vector to "drive" the car around without crashing into the walls.
Students can utilize the backchannel to ask peer questions, and collaborate with peers across the classroom by discussing their findings.
A-CED.2.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Critical Thinking
Communication
Collaboration
In this activity, students will calculate dimensions for a garden of constant area and are introduced to the idea of inverse variation. Students should use both large and small values for the length and width, and find enough values to fill in each pairing in the table. After obtaining a graph, students are asked to look more carefully at the graph and table for any relationship between the values.
Students pose values for the length and width to the class to try. The teacher picks a suggestion that everyone tries. During the activity, students can continue to ask questions if they are stumped. At the teacher's call, students submit their responses.
Career & Technical
NC Standards
4C.Integrated
Activity
Backchannel
ECA06.01
Create a preliminary e-business website using an industry standard editor.
Creativity
Communication
Collaboration
..........................................
As part of a larger project in which they use research to practice planning, designing, and marketing their own e-buisness. At the end of the marketing piece, students present their e-business, and marketing materials.
Students provide their in-time feedback to the e-business presentations, as well as ask questions for discussion at the end of the presentation. Questions are then held to the end without being forgotten.
CL11.00 Recognize historical influences on fashion.
Critical Thinking
Communication
Students view a slideshow of images with fashion from different decades.
While viewing, students first guess which time period the fashion piece is from. The teacher then reveals the true time period, and leads a quick discussion of the time period. Students ask questions and add reflections concerning the discussion if they are not comfortable sharing out.
Health & PE
NC Standards
4C.Integrated
Activity
Backchannel
9.NPA.3.
Analyze the relationship of nutrition, fitness, and healthy weight management to the prevention of diseases such as diabetes, obesity, cardiovascular diseases, and eating disorders.
9.NPA.1.1.
Attribute the prevention of chronic diseases to healthy nutrition and physical activity.
Students research health-related preventable diseases that interest them and build a Public Service Announcement on the web tool Tackk to display in a digital gallery.
Students can state interesting facts, ask questions to peers, and post their topic of interest for review.
9.PCH.2.2.
Monitor the effects of media and popular culture on normative beliefs that contradict scientific research on health.
Critical Thinking
Communication
Students react to a series of advertisements analyzing the message the company is trying to send. Followed then by a discussion of of the reality of the message, whether it is a depiction of the truth, or are sending an untrue message related to health and well-being.
Students provide their initial responses to the images and prepare for discussion. The teacher can then move through the TodaysMeet and pick out select responses for discussion.
Social Studies
NC Standards
4C.Integrated
Activity
Backchannel
WH.6.2.
Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. (e.g., Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Haitian, Mexican, Chinese, etc.).
Creativity
Critical Thinking
Communication ..........................................
Students explore the Anne Frank Museum website for background information about the life Anne Frank and the rise of anti-semitism during the 1920's and 30'. Using what they have learned, students write a 6-word memoir for Anne Frank to post in the Backchannel.
Students can provide facts that interest them and ask questions about the material. As an assessment piece to end the assignment, students post their 6-word memoir for Anne Frank into the Backchannel.
CE.C&G.3.3.
Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced (e.g., laws, policies, public policy, regulatory, symbolic, procedural, etc.).
Critical Thinking
Communication
The teacher goes through a list of laws including existing, overturned, and fake. Students submit their opinion of the status of the law in the backchannel as an opener to a lesson on policy and law. The same can be done for the enforcement for breaking certain laws, stating if they are fair or unfair. Discussion can then build on these quick responses.
Students respond with their opinion of the status of different laws, or enforcement of different laws.
Explore the content-specific examples of how a backchannel could be used in the classroom to support Common Core / Essential Standards learning goals.On our TodaysMeet: While exploring, share a-ha! moments, interesting ideas, & questions for your peers!
Science
Understand types, properties, and structure of matter.
PSc.2.1.1.
Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension.
Communication
Collaboration
..........................................
Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.2.
Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
Communication
World Languages
Carry out spontaneous interactions on familiar topics with people from the target culture or communities of learners of the same target language.
Understand how to ask and answer questions related to areas of personal interest.
..........................................
English
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9-10.RL.3.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Communication
Collaboration
..........................................
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Communication
Collaboration
Arts
Recognize the use of dance elements and choreographic forms and structures in a variety of significant, modern dance works from the 20th century to the present.
..........................................
Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures.
Communication
Math
(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|)
Communication
Collaboration
..........................................
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Communication
Collaboration
Career & Technical
Create a preliminary e-business website using an industry standard editor.
Communication
Collaboration
..........................................
Recognize historical influences on fashion.
Communication
Health & PE
Analyze the relationship of nutrition, fitness, and healthy weight management to the prevention of diseases such as diabetes, obesity, cardiovascular diseases, and eating disorders.
9.NPA.1.1.
Attribute the prevention of chronic diseases to healthy nutrition and physical activity.
Creativity
Critical Thinking
..........................................
Monitor the effects of media and popular culture on normative beliefs that contradict scientific research on health.
Communication
Social Studies
Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. (e.g., Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Haitian, Mexican, Chinese, etc.).
Critical Thinking
Communication
..........................................
Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced (e.g., laws, policies, public policy, regulatory, symbolic, procedural, etc.).
Communication